MOE studying impact of artificial intelligence on student cognitive skills, says Desmond Lee
Education Minister Desmond Lee confirms the Ministry of Education is investigating how AI tools affect learning and cognitive development, amid concerns that inappropriate use could hamper the acquisition of foundational knowledge and higher-order thinking skills in Singaporean schools.
- The Ministry of Education is conducting research into how artificial intelligence tools influence the development of higher-order thinking and basic recall in students.
- Artificial intelligence is restricted in lower primary levels to prioritise hands-on learning, with supervised introduction only beginning from Primary 4.
- National assessments and proctored examinations remain the primary method for ensuring students master foundational concepts without the assistance of digital tools.
SINGAPORE: The Ministry of Education (MOE) has commenced a study into the impact of artificial intelligence (AI) tools on student learning. This move follows growing concerns regarding an over-reliance on automated systems within the classroom and its potential long-term effects on cognitive development.
Education Minister Desmond Lee addressed these concerns on 25 February 2026.
The Minister was responding to a written parliamentary inquiry from Bishan-Toa Payoh GRC Member of Parliament Cai Yinzhou. MP Cai questioned if data existed regarding a decline in cognitive skills.
Minister Lee clarified that while MOE does not currently possess specific Singapore-based data on this correlation, the ministry is actively studying the matter.
He noted that international research suggests that the ill-structured use of AI can negatively impact a student's basic recall.
According to Minister Lee, inappropriate reliance on these technologies can hinder the understanding of simple concepts.
This interference subsequently hampers the development of higher-order thinking.
The ministry is now working to ensure that AI enhances rather than undermines the established teaching curriculum.
To guard against what the Minister described as "cognitive atrophy," MOE provides specific guidance to schools.
This framework ensures that students develop strong academic foundations before they are introduced to automated tools.
Teachers are instructed to hold off AI use during early learning stages.
In lower primary levels, the curriculum prioritises hands-on inquiry and real-life explorations.
Pupils at this stage are encouraged to use multiple senses to engage with physical objects. Consequently, technology is used sparingly in these classrooms to ensure children acquire knowledge through direct experience.
The formal introduction of AI begins under teacher supervision from Primary 4.
By the secondary level, students are equipped with personal learning devices. At this stage, they are expected to use AI more independently while following well-designed tasks to prevent "cognitive outsourcing."
MP Cai also inquired about plans to limit device usage to ensure foundational mastery. Minister Lee stated that MOE-developed AI tools, available through the Singapore Student Learning Space (SLS), are designed with pedagogical guardrails. These tools aim to foster ethical and responsible usage.
Because student access to AI extends beyond the school environment, MOE has integrated AI literacy into the broader curriculum. This includes training students on the ethical implications of technology.
Educators are also receiving professional training to help students use these tools thoughtfully.
The ministry maintains a rigorous assessment schedule to verify that students can apply concepts without external assistance.
This is achieved through proctored examinations where AI use is strictly prohibited.
These supervised tests remain the benchmark for assessing a student's true mastery of a subject.
Minister Lee emphasised that direct interaction between teachers and students remains vital.
These interactions allow educators to monitor individual progress and identify learning gaps.
When gaps are observed, teachers provide targeted support to ensure no student falls behind due to technological dependence.
